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Cognitive Deficits and Positively Biased Self-Perceptions in Children with ADHD

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Abstract

This study examined the relation between cognitive deficits and positive bias in a sample of 272 children with and without Attention Deficit Hyperactivity Disorder (ADHD; 7–12 years old). Results indicated that children with ADHD with and without biased self-perceptions exhibit differences in specific cognitive deficits (executive processes, working memory, broad attention, and cognitive fluency) compared to each other and to control children. Further, specific cognitive deficits emerged as partial mediators of the relation between ADHD diagnostic status and positive bias. Interestingly, some differences in results emerged based on the domain considered (academic, social, behavioral competence). Results lend initial support to the role of cognitive deficits in the positive bias of some children with ADHD. Implications for future research and intervention are discussed.

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Notes

  1. Readers should be aware that although researchers argue that the clusters of the WJ-III are conceptually independent constructs, the Broad Attention and Working Memory clusters are highly correlated in this sample (0.92) and in the WJ-III normative sample (0.89 to 0.90). Given this correlation, readers may want to interpret results of only one of the two clusters. However we report all four clinical cluster scores implicated in the impairments of children with ADHD (Ford et al. 2003) so that those interested in the WJ-III clusters can examine all results.

  2. In group comparison analyses, the interaction of the CDI total score and group also was examined. Across all analyses, there were no significant interactions of the CDI total score with group. Thus the interaction term was not included in the final model.

  3. Given that a small subset of children in the comparison group demonstrated a positive bias greater than 1 in the academic (n = 5), social (n = 10), or behavioral conduct (n = 10) domain, group comparison analyses also were conducted excluding comparison children with a positive bias. Across all analyses, results were consistent when control children with a positive bias were excluded.

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Authors and Affiliations

  1. Department of Psychology, University of Vermont, 2 Colchester Avenue, Burlington, VT, 05405, USA

    Julia D. McQuade, Meghan Tomb & Betsy Hoza

  2. The State University of New York, Department of Pediatrics, University of Buffalo, Buffalo, NY, USA

    Daniel A. Waschbusch

  3. The Ohio State University, Nisonger Center, Columbus, OH, USA

    Elizabeth A. Hurt

  4. Cincinnati Children’s Hospital Medical Center, Center for ADHD, Division of Behavioral Medicine & Clinical Psychology, Cincinnati, OH, USA

    Aaron J. Vaughn

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  1. Julia D. McQuade
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  2. Meghan Tomb
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  4. Daniel A. Waschbusch
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Correspondence to Julia D. McQuade.

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This project was supported by grant number R01MH065899 from the National Institute of Mental Health to the third author. The content is solely the responsibility of the authors and does not necessarily represent the official views of the National Institute of Mental Health or the National Institutes of Health.

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McQuade, J.D., Tomb, M., Hoza, B. et al. Cognitive Deficits and Positively Biased Self-Perceptions in Children with ADHD. J Abnorm Child Psychol 39, 307–319 (2011). https://doi.org/10.1007/s10802-010-9453-7

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